JLI Viewbook

Photo Highlights Student Work School Profiles Educator Feedback

"I usually write a paragraph— now I’m writing five-to-six paragraphs on my assignments."

Highlights from our first two years.

Kaden | 6th Grade Student 2018 | JLI VIEWBOOK | 1

What is Journalistic Learning?

A Systematic Approach

Student-Driven Learning

Journalistic Learning (JL) is a systematic approach to empowering students. It challenges them to read and write collaboratively about subjects aligned with their existing interests.

Journalistic Learning is student-driven learning, a powerful approach that allows young people to take ownership of their education by creating and publishing peer-directed media projects.

Journalistic Learning directly and unconditionally empowers students to learn based on the active and strategic pursuit of their own interests, not to regurgitate course content on demand.

When students are guided to learn from their personal passions and interests rather than suppressed by “test-based” tedium, they emerge as confident critical thinkers and effective communicators.

Journalistic Learning gives students a Voice. It respects and supports that Voice by empowering young people to share their perspectives with one another and with their communities in a real world context.

Traditional education seeks to prepare students for the next “rung of the ladder” – an alleged pathway to academic success based on the premise they will amass a body of knowledge that will serve them at some point in the future.

Journalistic Learning fundamentally shifts the focus and orientation of learning from the teacher to the student to build and strengthen fundamental life skills necessary for success and fulfillment.

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This standard approach is insufficient in an increasingly data-rich, on-demand, and high-speed competitive world.

Redefining Classroom Literacy The Journalistic Learning Initiative (JLI) seeks to redefine literacy in the classroom by embracing reading and writing not as an academic goal to be tested, but as a dimensional philosophy and life skill that includes effective communication of information and ideas to others through intentional use of technology and student-initiated learning.

When students are encouraged to explore their intrinsic interests, it validates their lived experiences. They discover unforeseen connections with the world around them, and emerge as self-determined, resilient, and intellectually curious learners with tangible skills they can deploy now.

“jli activates student voice and agency.”

Our Story You are holding the promise of a positive future. This viewbook shares the vision and voices of students who participate in the Journalistic Learning Initiative (JLI) at seven schools in Oregon and three in California.

Collectively, they are committed to chronicling bold stories and making the world a better place.

To be clear, JLI’s 5th-12th-grade students are not simply making newspapers or magazines. They’re pushing the boundaries of storytelling—using new technologies to engage with change agents, conduct deep research, and craft powerful stories published to the web.

As we enter our third year, JLI is moving the needle on student engagement, critical thinking, and writing skills by activating student voice and cultivating agency.

JLI is an applied and research-based, student-driven instructional approach that is delivering significant results. According to responses from a 2017 assessment, both middle school students (87 percent) and high school students (91 percent) overwhelmingly agreed that the usefulness and relevance of the topics and skills learned in JLI continued to be valuable to them.

JLI’s own story warrants telling. Nine years ago I had the good fortune of meeting Esther Wojcicki at an academic conference at Stanford University. We sat on a media education panel where she shared about the scholastic program she had built over a 25-year period at Palo Alto High School. I learned the program was a perennial award-winner, and that it was among the nation’s largest scholastic journalism programs, with more than 500 of the school’s 1,800 students participating. At the time, I was working to earn my PhD and was in search of a dissertation topic. After spending the afternoon with Esther and several of her students, it became clear I had found it. The students I observed demonstrated impressive levels of self-awareness, knowledge, confidence, and professionalism.

students. I discovered that my hunch was correct. Students engaged in journalistic practices reported higher levels of motivational beliefs and learning strategies than those who did not. These findings were subsequently published in my book, Newsworthy: Cultivating Critical Thinkers, Readers, and Writers in Language Arts Classrooms, published by Teachers College Press - Columbia University (2015).

Of course, Palo Alto High School is a stone’s throw from Stanford University, and is situated within one of the nation’s wealthiest zip codes. My research aim was to determine whether the results achieved there were an anomaly, or whether there were discernible teaching practices that could potentially benefit students in far less affluent communities.

Enjoy these pages, and share this work. We have bold plans for expansion and invite your support and feedback.

I surveyed 664 students at ten high schools in varying socioeconomic settings across the United States, comparing journalism students with non-journalism

This work led Esther, philanthropist Tara Guber, and myself to establish the Journalistic Learning Initiative (JLI), a 501(c)3 nonprofit organization in collaboration with the University of Oregon School of Journalism and Communication, where I am a professor, and the university’s College of Education, where I serve as affiliated faculty.

Sincerely,

Ed Madison Executive Director Journalistic Learning Initiative ed@journalisticlearning.com 2018 | JLI VIEWBOOK | 3

Springfield High School Over the past two years at Springfield High, JLI has benefited approximately 350 students in 9 - 12 English language arts and social studies classes. Students have worked on projects that explore the heroes in their communities, social justice themes, and American Identity. The publications class won the best publication award during the Fall Press Day from the University of Oregon and has been featured in various local media, including the Eugene Weekly and Think Out Loud on OPB. At the 9th-grade level in ELA, every teacher uses a JLI project n which students research the origin of their own everyday slang as an exploratory offshoot of their studies about slang in novels such as Of Mice and Men. Teachers: Ivan Miller, Steve Fleissner, Jonathan Kempe, Clark Morberg, and Amanda Bottimore JLI Educator: Jordan Tichenor Principal: Jose daSilva Facts About Springfield High School Setting: Suburban Oregon School Enrollment: 1,287 Economically Disadvantaged: 57%

Demographics: White 55%, Hispanic/Latino 31%, Black/African American 1%, Multi-Racial 9%, Asian 2%, Native American 1%, Native Hawaiian/Pac Islander 1%

Churchill High School During the 2017 - 18 school year, JLI served 120 students in English language arts and science classrooms. Students explored their local community with a focus on personal interest and social justice topics. Along with their science teacher, students explored issues relevant to their coursework and produced a website that collated students research and writing on these topics. Future students will revisit this website to revise and reflect new research.

Teachers: Ian Ogden and Sarah Ruggiero JLI Educator: Jackie Renzetti Principal: Greg Borgerding Facts About Churchill High School Setting: Urban Oregon School Enrollment: 1,203 Economically Disadvantaged: 45% 4 | JLI VIEWBOOK | 2018

Demographics: American Indian/Alaskan Native 2% Asian 3% Black 4% Hawaiian Native/Pacific Islander 1% Hispanic 16% White 67% Two or More Races 8%

Oaklea Middle School JLI completed its second year at Oaklea Middle School, where it is embedded in four sections of English Language Arts -Social Studies. The program has served approximately 200 students. Students at Oaklea interviewed founders and owners of community organizations and businesses, including nonprofits such as the Greenhill Humane Society, the NAACP, a local MEChA chapter, and Ophelia’s Place, as well as tech companies like Pipeworks Games.

Students also wrote stories about topics such as homelessness, animal abuse, and war.

Teachers: Pauline Gibson-Tobin, Jennifer Paull, and Sherrene Kulm JLI Educator: Max Brown, Jordan Tichenor Principal: Justin Corey Facts About Oaklea Middle School Setting: Rural Oregon School Enrollment - 512 Economically Disadvantaged: 55%

Demographics: White 80%, Hispanic/Latino 10%, Black/African American 1%, Multi-Racial 5%, Asian 1%, Native American 2%

Valor Middle School JLI completed its first year at Valor Middle School, a rural community outside of Portland that is home to a large Latino and Russian migrant community. The program served 24 students in an 8th-grade publications class. A JLI educator assisting the instructor directly mentored students in interviewing, research, and writing to improve their proficiencies in these areas. Students wrote about topics as varied as space mining, 3D animation, travel, and NFL kneeling. Many students who participated in the program conducted interviews and engaged in professional correspondence by phone and email for the first time.

Teacher: Cherene Mills JLI Educator: Riley Stevenson Principal: Yolanda Lopez Setting: Suburban Oregon School Enrollment: 646 Economically Disadvantaged: Title 1

Facts About Valor Middle School Demographics: White 20%, Hispanic/Latino 78%, Multi-Racial 1%

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Gresham High School At Gresham High School, JLI worked in multiple publications courses: two journalism sections, one newspaper section, and one yearbook sections. Students interviewed community members about social justice topics of their choosing in addition to reporting on school-related matters. The JLI project gave students more opportunities for authentic, professional writing, and interviewing practice.

Teachers: Breanne Carlisle and Brad Cook JLI Educator: Riley Stevenson Principal: Michael Schaefer Facts About Gresham High School Setting: Suburban Oregon School Enrollment: 1,480 Economically Disadvantaged: 53%

Demographics: White 51%, Hispanic/Latino 33%, Black/African American 5%, Multi-Racial 5%, Asian 4%, Native American 1%

River Grove Elementary School In 2018 JLI completed its first year at River Grove Elementary, a small Title I elementary school south of Portland.

The fourty-two participating fifth-grade students spent the year practicing their writing, research, and interviewing skills by inviting in local community members, including Portland Timbers player Nat Borchers, baker Kyra Bussanich, former NBA player Terry Porter, and American Idol contestant Haley Johnsen. Students reported growth in their collaboration and problem-solving abilities as a result of the interview process. School administrators, fellow teachers, and board members have also been enthusiastic champions of the JLI program.

Teachers: Wanda Mallett and Mike McCarroll JLI Educator: Riley Stevenson Principal: Dan Draper

Facts About River Grove Elementary Setting: Suburban Oregon School Enrollment: 539 Economically Disadvantaged: 12%

Demographics: White 71%, Hispanic/Latino 9%, Black/ African American 1%, Multi-Racial 9%, Asian 9%, Native Hawaiian/Pac Islander 1%

Palo Alto High School JLI’s philosophy began with Founder Esther Wojcicki at Palo Alto High School in Northern California where nearly one-third of the student body participates in some form of journalism. This past year, students hosted the former President of Mexico, Vicente Fox in a live exchange that was published to the web.

Facts About Palo Alto High School Setting: Urban School Enrollment: 1,994 Economically Disadvantaged: 10% Demographics: White 49%, Asian 30%, Hispanic 9% Black/African American 3%, Two or more 6%, Other 3%

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Lennox Middle School Lennox Middle School recently completed its first year with the Journalistic Learning Initiative. Approximately 120 sixth-grade social studies students participated with the support of numerous faculty and staff. In the first semester, students learned the basics of journalism and wrote stories about their campus and community, including Lennox’s music program, engineering program and participation in the Student Spaceflight Experiments Program. In their second semester, students worked together to write about social justice issues they identified as personally meaningful. Students interviewed gay rights activists, feminist musicians, immigrant advocates, a founder of the Black Lives Matters Los Angeles chapter and engaged in classroom discussions school safety and gun control.

In Fall 2018, JLI will be offered to almost half of all Lennox Middle School sixth-graders. JLI will reach nearly 250 students. The school has requested the program expand to two days a week of instruction to meet demand.

Teacher: Yuri Nwosu JLI Educators: Tawnya Cervantes, Natalie Jimenez and George B. Sanchez-Tello Principal: Lissette Pichardo Facts About River Grove Elementary Facts About Lennox Middle School Setting: Urban School Enrollment: 1,462 Economically Disadvantaged: 96.8%

Demographics: White 0.2%, Hispanic/Latino 96.4%, Black/African American 1.3%, Multi-Racial 0.1%, Asian 0.4%, Native Hawaiian/Pac Islander 0.3%

The Accelerated School JLI launched its first semester this past spring at The Accelerated School (TAS) in South Los Angeles, where approximately thirty Honors English Language Arts eighth-grade students participated. Participating students at TAS wrote stories about the Los Angeles Football Club (LAFC), whose new stadium was opening just blocks away. Gathering information for their stories meant taking field trips to the team’s Experience Center and to the Banc of California public opening. Students were also able to interview Ken Miknuk, LAFC’s Falconer, and LAFC Foundation Executive Director Alina Beruff.

Teacher: Chandler Heath JLI Educators: Tawnya Cervantes, Natalie Jimenez and George B. Sanchez-Tello Principal: Francis Reading Facts About The Accelerated School Setting: Urban School Enrollment: 444 Economically Disadvantaged: 96%

Demographics: White: 0% Hispanic/Latino 96%, Black/African-American 3%, Other 1%

2018 | JLI VIEWBOOK | 7

LENNOX MIDDLE SCHOOL *

STUDENT EXPERIMENTS GO TO SPACE Martha | Student

Dr. Jeff Goldstein, the creator of Student Spaceflight Experiments, said, “My hero inspired me to include students on NASA experiments.”

Lennox Middle School students presented at a conference and their science experiment was sent to space.

Almost 12,000 students engage in experiments in SSEP. People from U.S.A. join in the experiments and students all the way from Canada and from Brazil.

Lennox Middle School was selected for SSEP. The experiments were read by scientists. They selected 3 from the experiments they picked it went from proposal.

The SSEP experiment is where students would conduct experiment and write proposals. One of all the experiments would get picked for The International Space Station and will be able to get sent to space.

A middle school space experiment was sent to space on June, 3, 2017 in a rocket and came back on July, 2, 2017. I learned that they were in Mission 10.

I had an okay time doing this story but I guess I was very nervous for the interview with Dr. Jeff. I would maybe want to do it again because it was fun and something new to me.

MY INTERVIEW WITH OMAR RAMIREZ Enrique | Student Mr. Omar is a man who works with trouble making kids and works on art projects. And ending up getting supported by his brother.

It was awkward interviewing him because he shared lots about his life but nobody shares information that is secret and they do not inform about events about life. ​ The reason it felt awkward is because it isn’t normal for people to go ahead and say lots about life. He told me about his life in his eyes and did not hesitate to share information which was great because I know how he started off and what events in his life had happened.

He didn’t really like his dad because Mr.Omar would love to draw but his dad didn’t accept it but Mr.Omar’s brother supported him to continue his art. Which pushed Mr.Omar to love art some more which had him committed at the time period. So his dad not letting Mr.Omar continue art made him want to do it more.

It felt a bit awkward because lots of people do not invite you into their lives especially if it is private stuff. For example he told me about him not loving his father like most kids would and people don’t go into history and feelings.

* JLI students begin the year at varying levels of reading and writing comprehension. Stories were selected because they demonstrated growth in students’ writing proficiencies. These stories are not intended to be examples of advanced or professional-level writing.

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RIVER GROVE ELEMENTARY SCHOOL

FROM KID TO A PRO Siena R.C. | Student “I didn’t want to play again. I had played professional soccer for 15 years and I was ready for a new challenge. And that injury helped me make that decision.” The 21 students in the class gawked at the famous pro, Nat Borchers, their eyes wide and hanging onto every word. There was tension all around the classroom, but no one was as nervous as the 4 students interviewing him. The first 10 minutes was pure jitters but after that felt like the students had known him their whole childhood.

over the years and continued to get better and better. Before long, Nat was in the Major League Soccer (MLS). Nat was in the draft in 2003 and was working for an accounting company at the time. “I ended up not getting drafted, and I thought I was going to be an accountant the rest of my life”, said Nat. “But I got a call fifteen minutes later that changed my life.” It was the coach for the Colorado Rapids and he said, “Hey Nat, would you try out for our team?” And Nat said, “Heck yes, I would.” And the rest is history.

Nat Borchers started playing when he was 4 years old. His mom coached the team and his best friend played on it, too. “It was a team with a bunch of five year olds,” said Nat. “I was head over shoulders the best player on the field because I ran around and dribbled everywhere.’’

Borchers played for 15 years in the MLS. One particular game, Nat was jumping to reach the ball. He landed funny and was crying in shock. His foot wasn’t working. They took him to the training room. The trainer said, “I think you ruptured your achilles tendon.” It took two surgeries to fix it. “It was the least painful injury I’ve had but it was the most devastating,” Nat said. “It

Nat kept playing and practicing

ended my soccer career after that.”

After Nat’s career ended he decided to become a real estate agent. “I love buying not so nice houses and turning them into something better,” he said. Nat has been doing real estate for about 3 years. “Soccer and real estate are pretty similar,’ ’said Nat.”I have to compete with other people. I have to compete to make the house look nicer, and I have to compete to make them look better than other people make them look. There’s a lot of different ways to compete. I love that side of it and it makes me think a lot.”

Today, Nat coaches a kid’s team and sometimes does commentary for the Timbers. “It’s important to have something to believe in. I believe in soccer. It’s a great way to make friends, stay active and achieve things,” says Nat.

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SPRINGFIELD HIGH SCHOOL

IMMIGRATION IN OREGON Myrna M., Emma P., Jeshua C., Teesa S., Keanu D., Gisela C. | Students During the last few years, the number of immigrants has risen and declined in the United States. Immigration is “The action of coming to live permanently in a foreign country.”

Many immigrants come to the United States for a better life or opportunity.

Foreign-born immigrants make up 1 in 10 Oregonians, and more than one-third of them are naturalized U.S. citizens who are eligible to vote.

According to the U.S. Census Bureau, The foreign-born share of Oregon’s population rose from 4.9% in 1990, to 8.5% in 2000, to 10% in 2013.

Oregon was home to 391,206 immigrants in 2013, which is nearly the total population of Wichita, Kansas. 39.7% of immigrants (or 155,415 people) in Oregon were naturalized U.S. citizens in 2013— meaning that they are eligible to vote.

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In a report by the Pew Hispanic Center, Unauthorized immigrants comprised roughly 4.6% of the state’s workforce (or 90,000 workers) in 2012.

In another report by the Perryman Group, they say “If all unauthorized immigrants were removed from Oregon, the state would lose $3.4 billion in economic activity, $1.5as billion in gross state profit, and approximately 19,259 jobs...”

When we interviewed Abigail Molina, the senior attorney at Molina Law Group, LLC. A regular day for her is shuffling papers but sometimes she goes to court for a client but not often. There is more to her then just shuffling papers around all day.

Abigail actually never wanted to be an attorney until she worked as one.

She found it combined all of her interest.

She was born in Eugene, Oregon after she graduated law school moving to San Benito, Texas for almost six years and then moving back to Oregon.

“I just saw it combined all my interests,” said Abigail.

Outside of work Abigail spends time with her family and her church. A few of her hobbies are playing the piano and singing.

She loves that her job is a challenge, and that she gets to help people to stay here, stay united with their family and to live in America which is the dream of many people from around the world.

OAKLEA MIDDLE SCHOOL

OFFICER KEN JACKSON Zaelia | Student Officer Ken Jackson is a Resource Officer at Oaklea Middle School.

Jackson weighs about 225 pounds and he has to carry weapons and gear that are 25 pounds. Jackson works at all four Junction City Schools, Laurel, Territorial, Oaklea, and the Junction City High School.

Jackson is about 6’2” and says it helps with his job.

The most common calls Jackson gets are domestic calls. Domestic calls can be the scariest situation.

He thinks this is scary because it’s unpredictable.

Jackson says the easiest part of his job is being places all the time because it stops people from even attempting crimes. Jackson also says “meeting people is also easy for me and I like it.”

The hardest part of his job would

have to be documenting everything he does. He has to type and write a lot more than he thought he would in 6th grade. He says he interviews people and gathers information then sends it to the district attorney.

Jackson says “arresting people is also hard for me. It’s different because you are taking people’s freedom away.”

Jackson has worked with a police dog a few times. The dog’s name is Ike. Ike was what they called a ‘bite dog’, or tracking dog. He is trained to track someone down and potentially bite people if its handler tells it to and the person is resisting.

Jackson has been a police officer for about 14 years. He started in 2004 as a reserve corrections deputy at the jail in McMinnville. Then a year later to a corrections deputy role, then a patrol deputy and finally a police officer. He was a teacher at Newberg

high school near Portland, by then he wanted to be a resource officer. He had to start the path by working in the jail and working his way up.

Why he wanted to be a officer is because he wanted to help people.

“I like helping people, that’s the main reason.”

“I like helping people, that’s the main reason.”

Officer Ken Jackson Resource Officer 2018 | JLI VIEWBOOK | 11

JLI FIELD TRIPS Los Angeles Football Club Stadium

In the spring of 2018, approximately thirty students from The Accelerated School (TAS) visited the new Los Angeles Football Club (LAFC) stadium facilities at Exposition Park.

Accelerated students were offered a personal tour by LAFC Foundation Executive Director Alina Beruff, which included a

University of Oregon School of Journalism and Communication

Last spring, approximately sixty JLI students from Oaklea Middle School participated in a field trip to the University of Oregon School of Journalism and Communication (SOJC) and central campus, where they toured the school’s television

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demonstration of the team’s falcons by Ken Miknuk, LAFC’s Falconer, and meetings with creative, sales, and management staff as well as personal meetings with LAFC President and co-owner Tom Penn and JLI Founder Tara Guber. Later, three students came back to report on the public opening of the stadium.

production studio and the offices of Emerald Media Group, which produces the campus newspaper.

Students shared their JLI stories with college publication leaders, met SOJC Dean Juan-Carlos Molleda, and received a surprise visit from UO Athletics mascot, Puddles The Duck.

Founder Esther Wojcicki leads the JLI Educator Summit in Portland, Oregon.

JLI INSTITUTE JLI Educator Program

JLI Mentor Program

JLI Educators are recent college graduates who have demonstrated excellence in leadership and media skills. Often they have a history of serving as a student publication editor or media summer camp counselor. We train them to work alongside classroom teachers in our partner schools and support our incoming JLI Mentors.

We are establishing a new JLI Mentor program for journalism and media undergraduate students who share our enthusiasm about contributing to future generations.

We seek talented, mature, and confident emerging leaders who are instinctively motivated to serve.

Many JLI Educators view the program as an opportunity to spend a gap year working part-time mentoring a younger generation of students. Typically, JLI Educators are assigned to assist two or more teachers and their students at a single school site. The workload is typically 15-20 hours per week.

Candidates attend our JLI Institutes, which provide certification training in our methods and processes and are typically held in the summer.

Accepted applicants will be trained in JLI methodologies and placed in classrooms alongside teachers, typically one day a week. JLI Mentors will have an opportunity to strengthen their leadership skills, and develop an ability to present ideas and concepts more effectively. They will serve as role models for young people who may not have family members who attended college.

Our organization will work with four-year college and universities, community colleges, and study abroad programs to identify prospective JLI Mentors, and place them in middle and high schools within their communities.

Interested? Contact Us. 2852 Willamette Street #241 Eugene, OR 97405

info@journalisticlearning.org 2018 | JLI VIEWBOOK | 13

OUR FOUNDERS Esther Wojcicki | Founder Esther has served as a journalism/English teacher at Palo Alto High School in Palo Alto, CA for the past 27 years. She built the journalism program from a small group of 20 students in 1985 to more than 500 students today. The program has four additional journalism teachers, and eight award-winning journalism electives, including The Campanile newspaper, Verde magazine, PalyVoice online news (earning two Webby Awards in 2005), InFocus broadcast news, and Viking, a sports magazine.

Wojcicki was selected by the California Commission on Teacher Credentialing as California Teacher of the Year in 2002.

Tara Lynda Guber | Founder A philanthropist, educator, and practitioner of yoga for nearly 40 years, Tara founded Yoga Ed, the nationally recognized yoga-in-schools program. Tara was a founding member of the board of directors of the Accelerated School, an internationally acclaimed K-12 charter public school in South Los Angeles.

The Accelerated School housed the pilot program of Yoga Ed’s nationally recognized yoga curriculum for schools, creating a model to export to other public schools. The response to this program from children, teachers, and parents has been exceptional; all have seen marked and measurable improvement in mental focus, academic achievement, and social temperament. Yoga Ed is now the nationally recognized leader of yoga in school curricular programs.

Ed Madison | Co-Founder Ed is a seasoned media professional with 30 years of distinguished work in journalism and entrepreneurship. His notable entree into journalism began as a high school intern at the Washington Post-owned CBS television affiliate in Washington, DC during the height of the Watergate scandal.

After graduating from Emerson College at age 22, he was recruited as a founding producer by CNN. His own subsequent companies have provided services for most of the major networks and studios, including CBS, ABC, A&E, Paramount, Disney, and Discovery. Ed contributed to the success of many top-rated series that helped to define the lifestyle/travel television genre, including Lifestyles of the Rich & Famous, A&E Top 10, and Entertainment Tonight.

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OUR PROGAM MANAGERS George Sanchez-Tello | Program Manager Sánchez-Tello is a teacher, writer, reporter, and community advocate from Los Angeles’ San Gabriel Valley. He currently teaches at California State University — Northridge and California State University — Los Angeles in the departments of Chicana and Chicano Studies. Sánchez-Tello earned his master’s degree in Chicano Studies from CSUN in 2012, where his thesis examined the social use of Mexican Son Jarocho among contemporary Chicana and Chicano communities. Recent writing covers soccer, public space, and the intersection of race and politics, as well as historical fiction.

Riley Stevenson | Program Manager Riley Stevenson completed her undergraduate and graduate degree at the University of Oregon’s School of Journalism and Communications. As an undergraduate she founded the podcast This Oregon Life, and wrote for various student publications, receiving several awards, including a Pacemaker for a story on migrant laborers in Oregon. Riley’s professional journalism career has included positions at Portland Monthly, the Gresham Outlook, and Oregon Public Broadcasting’s Think Out Loud.

Jordan Tichenor | Program Manager In one form or another, Jordan Tichenor has been working on the core values that JLI represents since he was in high school.

Although he’s held a potpourri of jobs and assignments in the last decade, Jordan has always been drawn to journalism education. His own experiences at his high school and community college newspapers left a significant impression on him, which led him to seek opportunities in journalism education when he transferred to the University of Oregon in 2010. Since then, he has worked on numerous journalism education programs along the West Coast, primarily in Oregon and California.

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WHAT TEACHERS SAY Students turned in their work 100 percent of the time. There was not one time where a student had a late paper or a missing paper that was JLI related. I think that was the only subject area [where that happened] all year for me. The students were really motivated and they were also really good at managing their obligations.“

Mike McCarroll | River Grove Teacher

They really had to communicate as if the reader had not had any prior experience. And so it was fun to see them coming into that realm of understanding what it truly is like to write an article, and for it to be informative.”

Wanda Mallett | River Grove Teacher

Their writing was a little crude at the beginning, and a little rough around the edges, but they learned to become more polished writers, and finesse those writing skills . . . There was a lot of ownership. They got more independent as time went on.

They were less inclined to always be asking us for assistance.

They were more inclined to figure things out on their own.”

Pauline Gibson-Tobin | Oaklea Teacher

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WHAT PRINCIPALS SAY There’s a ton of ownership. And what I think that does for kids is it helps them actualize what they’re capable of. They were given an opportunity that they hadn’t known about or wouldn’t have dreamed up otherwise, and now they have all these new ideas that they can chase.”

Greg Borgerding | Churchilll HS Principal When you look at the opportunity that students have to make well-informed, ethical decisions, approached from the perspective that allows them to make connections, they’re not only satisfying a self-interest, but they’re also at the same time meeting the requirements that we have for them. ​“

Josè da Silva | Springfield HS Principal I think journalism gives you that outlet for kids to actually be able to explore writing from a non-fiction standpoint . . . giving them a new opportunity to learn about what it takes to actually write an article from a non-biased standpoint, and to be able to look at real issues, whether it be in our school, our community, or across the country. This is going to connect with what the requirements are already with the Standards that teachers are addressing.”

Brian Young | Former Oaklea MS Principal The students who are participating in JLI will not only feel empowered to become part of the media, but they’re also going to be empowered to discern what information is real, and what is not real, and what is exaggerated and what is not exaggerated, and why certain stories are chosen to be told, and what stories aren’t chosen to be told.”

Lissett Pichardo | Lennox MS Principal

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Our Donors JLI is able to expand and significantly support more students after receiving a $500,000 gift from Nancy and Dave Petrone through the University of Oregon Foundation. “The Journalistic Learning Program gives them many things they need to succeed in school and their future careers, from critical thinking and the confidence to ask questions to skills in research, interviewing and public speaking.� - Dave Petrone Nancy and Dave Petrone

Tara Lynda Guber Anne Wojcicki Foundation

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Ed Madison, JLI Exec. Director; Juan-Carlos Molleda, SOJC Dean; Tara Guber, Founder and Donor; Randy Kamphaus, COE Dean.

Our Partners

Our Team Board of Directors

Michelle Swanson, President Esther Wojcicki, Secretary Lori Shontz, Treasurer

Team

JLI is a collaboration between the SOJC and the College of Ed.

Ed Madison, Executive Director Robert Gould, Creative Director Maya Lazaro, Program Manager Riley Stevenson, Portland Metro Program Manager Jordan Tichenor, Lane County Program Manager George Sanchez-Tello, Los Angeles County Program Manager John Griffith, Chief Financial Officer Gerry Gaydos, Legal Counsel David Atkins, Nonprofit Legal Counsel

Special Thanks:

Juan-Carlos Molleda, Randy Kamphaus, Chuck Williams, Matt Coleman, Ross Anderson, Tracy Bousselot, Lauren Wilcox, Josh Beutow, Laura Bottem, Jeanne Wolfe, Nic Walcott, Micheal Rea, Jordan Bentz, Jeff Mercado, Lucy Kleiner, Claire Phillips, Devon Reed, Alletta Simons, Ivan Miller, Bethany Grace Howe, Michelle Balmeo, Paul Kandell, Erik Bender 2018 | JLI VIEWBOOK | 19

Great Storytelling Starts Here 20 | JLI VIEWBOOK | 2018 EO/AA/ADA institution committed to cultural diversity.

#LifeasaJstudent

journalism.uoregon.edu @uosojc